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The relationship between emotional intelligence and job satisfaction of

physical education teachers

Article in ANNALS OF BIOLOGICAL RESEARCH · January 2012

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Annals of Biological Research, 2012, 3 (2):780-788
(http://scholarsresearchlibrary.com/archive.html) ISSN 0976-1233
CODEN (USA): ABRNBW

The relationship between emotional intelligence and job satisfaction

of physical education teachers
Seyyed Hossein Mousavi1, Saeed Yarmohammadi1, Ayoub Bani Nosrat2, Zabiholah Tarasi1
1
Department of Physical Education, Zanjan Branch, Islamic Azad University, Zanjan, Iran
2
Department of Physical Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran
______________________________________________________________________________

ABSTRACT

The purpose of the present research was to study the relationship between emotional intelligence
as well as its five components and job satisfaction of physical education teachers. The research
was descriptive-correlational and the population of the research consisted of all the physical
education teachers of Zanjan Province in the period 2008-2009. Of the total number of 486 PE
teachers, 215 teachers were randomly selected using proportional stratified sampling. Data
collection materials were the standard Emotional Intelligence Questionnaire of Siberia Schernig
and the Job Description Index (JDI). Descriptive and inferential (Pearson’s correlation
coefficient, stepwise regression, and Fisher’s exact test) were applied for data analysis. The
results showed that there is a significant positive relationship between emotional intelligence
and job satisfaction ( ) and between the components of social skills, empathy, and
motivation and job satisfaction at level. Further, the results of stepwise regression
showed that among the five components of emotional intelligence, social skills (0.442), empathy
(0.302), and motivation (0.235) were predictors of teacher’s job satisfaction. The calculated
Fisher’s z revealed that the difference between the correlation between the teachers with
diploma and those with MSc is significant at level. It seems that job satisfaction of
teachers can be increased by training and improving their emotional intelligence along with
providing facilities and satisfying their needs.

Keywords: emotional intelligence, job satisfaction, physical education teacher.

______________________________________________________________________________

INTRODUCTION

The most important factor in achieving the goals of any organization is manpower and
doubtlessly the success and progress of any organization depends on its human resources. The
Education Organization is one of the organizations in which most of the human resources are
hardworking, committed individuals and providing that working conditions are favorable, the
will employ their talent and skill in service of the organization and will grease the wheels of its
machinery. One of the driving aspects of this organization in physical and spiritual cultivation of

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students is the Physical Education Department where the role of PE teachers is more outstanding
than other members of this organization. In brief, physical education in schools is particularly
recognized as an important tool for providing physical activity for millions of children and
adolescents, and PE teachers play a vital role in the development of their behavior, attitude,
skills, and the knowledge necessary for physical activity throughout life. Considering the lack of
specialized physical education teachers, imprecision in employing experts, and most importantly
the dynamic, emerging nature of physical education as a science, the necessity for motivating
teachers has become increasingly evident [2].

Motivation and job are of the issues that have been very much dealt with during the past few
decades. For achieving the goals of any organization, the necessary conditions must be provided
so that the employees will perform their assigned duties in an appealing environment and with
pleasure and satisfaction and have the required efficiency in achieving the critical organizational
goals. Job satisfaction is defined as a pleasing emotional state from the appraisal of one's job or
experience. Wysocky and Kromm consider work, supervision, coworker, promotion, and
benefits as the dimensions of job satisfaction [24]. Low activity, absenteeism, aggression,
disease, and turnover can be mentioned as the consequences of job dissatisfaction. Usually
employees display their dissatisfaction with the working conditions through resignation,
objection, and negative actions [25]. These days, researchers list numerous factors as affecting
the job satisfaction of employees including: payment, the nature of the work, promotion,
leadership and supervision, relations with coworkers, job safety, organizational structure,
physical conditions of the job, personality factors, personal characteristics, and equality [12].

Tett and Meyer (1993) divide the driving factors in job satisfaction into two categories:
organizational, social, and cultural characteristics which are considered as external aspects and
personality, affective, and emotional characteristics which are referred to as internal aspects. In
other words, according to the view of organizational behavior theorists, job satisfaction of
employees is not affected only by wage, benefits, coworkers and other external factors; rather,
emotions, personality traits, and other internal factors of this sort have a close relationship with
employees’ job satisfaction. Personality characteristics can be taken into account as determinants
of adjustment of employees with organizational conditions and their job motivation. For Mayer
and Salovey (2000), one of the personality characteristics of an individual is their emotional or
affective intelligence. Goleman (1998) believes that emotional intelligence is a factor that
determines the capacity of humans in recognizing their emotions and those of others and helps
them motivate themselves, control their emotions, and establish their relationships with others
accordingly. On the other hand, Spector (1997), in a model of job satisfaction, states that job
satisfaction is affected by two factors: organizational and personal factors [16]. Hendee (2002)
expanded this model and incorporated emotional intelligence as a personal factor which, along
with other personal factors such as gender, educational degree, demographic characteristics, etc.,
affects one’s job satisfaction. Thus, it appears that personality and personal characteristics of
individuals, including their emotional intelligence, must be taken into consideration along with
other factors in studying job satisfaction of the employees of any organization. The results of
Thomas and Tram (2006) and Ashkanasy and Jordan (1997) suggested that emotional
intelligence of employees has a significant positive relationship with their job satisfaction.

The relatively established role of emotional intelligence in prevention and moderation of

physical and mental disorders on one hand and the necessity to pay attention to emotional
abilities on the other hand necessitates studying issues such as the level of emotional intelligence
in families, schools, organizations, and other social levels which can take a giant step toward
promoting the level of mental hygiene of the society. Humans confer order and consistency to

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their lives by means of their emotional intelligence; a person with a high level of emotional
intelligence experiences fewer negative incidents in their lives. People with higher levels of
emotional intelligence can successfully cope with the problems occurring in their working and
living environments and thus enjoy a better health [11]. Martinez (1997) considers emotional
intelligence as a set of non-cognitive skills, abilities, and capacities that make the individual
resistant to external demands and pressures. In the view of Goleman, emotional intelligence
involves both internal and external elements. The internal elements include self-awareness, self-
concept, independence, self-actualization, and decisiveness. The external factors include
interpersonal relationships, empathy, and responsibility. Moreover, emotional intelligence
involves the capacity of the individual for accepting the realities of life, the ability to solve
emotional problems, and the ability to cope with stress and impulses. People are interacting with
others regardless of what their position may be and if they wish to have a high level of efficiency
and performance and to achieve their goals in concert with other, they need to be equipped with
technical abilities along with certain characteristics which he refers to as emotional intelligence.
That is because these abilities make the individual self-aware, composed, respectable, observant,
supportive, participative, visionary, and receptive in confrontation with others or situations. In
Goleman’s word, emotional intelligence consists of self-awareness, self-regulation, motivation,
empathy, and social skills [11].

There is evidence that emotional intelligence affects job satisfaction of employees. Awareness of
interpersonal emotions can help the regulation of negative feelings and emotions and thus the
individual will have a better performance in their job; better performance will in turn set the
foundations for job satisfaction. It seems that employees with high emotional intelligence will be
more satisfied with their jobs, for they will identify the sense of despair and stress more easily
and will reduce it. Meanwhile results of different research studies have shown that people with
less workplace stress enjoy a higher level of job satisfaction. Further, researchers have come to
the conclusion that people with higher emotional intelligence are at a favorable level of life
satisfaction, while job satisfaction is a small portion of the larger concept of life satisfaction. The
results of Thomas and Tram (2006) suggested that emotional intelligence of employees has a
significant positive relationship with their job performance. Millet (2007) came to the conclusion
that the relationship between emotional intelligence and job satisfaction is not significant in
police officers. There exists a weak negative relationship between stress management component
of emotional intelligence and a weak positive relationship between adjustment and general mood
components of emotional intelligence and job satisfaction; yet, these relationships are not
significant. Further, quoting Ashkanasy and Jordan (1997), Millet mentions that emotional
intelligence and job control can account for 26% of job satisfaction variance [22]. Kafetsios and
Zampetakis (2007) concluded that emotional intelligence is an important predictor of job
satisfaction. Moreover, only the component of recognizing other’s emotions had a significant
relationship with job satisfaction. Casper (2007) came to the conclusion that there is no
significant relationship between managers’ emotional intelligence and age, education,
organizational post, and career roles. On the other hand, there was no significant relationship
between emotional intelligence and job satisfaction. Hasankhoyi (2006) concluded that there is a
significant relationship between emotional intelligence and job satisfaction. Further, there is no
significant difference between men and women in motivation, self-awareness, self-control, and
social skills; however, women had a higher level of emotional intelligence and empathy.
Moreover, he points out that emotional intelligence skills can be used in order to increase job
satisfaction in educational environments. Hosseinian et al. (2008) studied the relationship
between emotional intelligence and job satisfaction and concluded that there is no significant
difference between any of Bar-On’s components of emotional intelligence and job satisfaction
which was measured using the Job Description Index.

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Considering the contradictory results of the research carried out so far on emotional intelligence
and job satisfaction and considering that one of the factors affecting the internal aspect job
satisfaction is emotional intelligence, the researcher aimed to investigate the relationship
between these two factors in one of the important and critical jobs, namely physical education
teachers. Thus, the present research seeks to find the answer to such questions as whether there is
any relationship between emotional intelligence as well as its components (self-awareness, self-
control, motivation, empathy, and social skills) and job satisfaction of physical education
teachers of Zanjan Province and whether the predictor variables, including the five components
of emotional intelligence, can predict the job satisfaction of these teachers. Finally, it seeks to
answer whether there is a significant difference between emotional intelligence and job
satisfaction of physical education teachers in terms of gender, experience, education, teaching
level, and educational degree.

MATERIALS AND METHODS

The present research is descriptive-correlational in which the relationship between five

components of emotional intelligence and job satisfaction of physical education teachers is
examined.

Participants
The participants of the research include all the physical education teachers of Zanjan Province.
The total number of PE teachers in the province was 486 of which 265 were female (117
elementary school teachers, 84 junior high school teachers, and 64 high school teachers) and 221
were male (81 elementary school teachers, 103 junior high school teachers, and 37 high school
teachers). The sample size of the research was determined to be 215 based on Morgan’s table
(1970) and using proportional stratified sampling and simple random sampling, 98 male teachers
and 117 female teachers were selected.

Emotional Intelligence Questionnaire: Siberia Schernig’s Emotional Intelligence

Questionnaire was used to measure the emotional intelligence of the teachers. This questionnaire
has 33 questions with the Likert scale and consists of 5 subscales – self-awareness, self-control,
motivation, empathy, and social skills. The developer of the scale examined the validity of the
questionnaire using concurrent validity and its construct validity through internal consistency,
factor analysis, and convergence test. Further, Jirabket (1996) deemed this test as valid and
reliable. Mansouri (2001) used construct validity to determine the validity of the questionnaire
and based on the results ( ) it can be claimed that Siberia Schernig’s Emotional
Intelligence Questionnaire is sufficiently valid. Regarding the reliability of the mentioned
questionnaire, Jirabket (1996) obtained 0.94 and 0.91 using the split-half method and Cronbach's
alpha. Mansouri also obtained 0.86 as its alpha coefficient [] (Eidi, 2007).

Job Satisfaction Questionnaire: Wysocky and Kromm’s Job Description Index was used for
measuring job satisfaction. This questionnaire is the most valid and reliable job satisfaction
questionnaire which contains 41 questions based on a 5-point Likert scale and a question
pertaining to the general satisfaction with job. The mentioned questionnaire measures several
dimensions, namely work, supervision, coworker, promotion, and benefits. Koozechian (2003)
calculated the reliability of this questionnaire as 0.92 using Cronbach’s alpha.

In the present research also the researcher examined the validity of these two questionnaires
through experts in sport management. Moreover, the reliability of the Emotional Intelligence
Questionnaire and Job Satisfaction Questionnaire was obtained as 0.79 and 0.83 respectively

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through experimental distribution among 30 physical education teachers and by means of
Cronbach’s alpha.

Data Analysis
Descriptive statistics were used for reporting research findings. Kolmogorov-Simonov test was
applied to examine the normal distribution of data and due to the normality of data, Pearson’s
correlation coefficient test and stepwise regression were applied. Moreover, Fisher’s exact test
was applied to determine the difference between groups in the correlation coefficient of
emotional intelligence and job satisfaction.

RESULTS

Based on table 1, the correlation between emotional intelligence and job satisfaction is
significant at level. In other words, based on the findings of the research it can be
asserted with 95% confidence that there is a significant positive relationship between emotional
intelligence of PE teachers and their job satisfaction.

Further, the calculated “r” at level suggests a significant positive relationship between
motivation, empathy, and social skills job satisfaction of PE teachers in Zanjan Province.
However, the relationship between self-awareness and job satisfaction is not significant (table 1).

Table 1. Correlation between emotional intelligence as well as it components and job satisfaction of PE
teachers in Zanjan Province

Variables N r P
Emotional Intelligence and Job Satisfaction 215 0.349** 0.001
Self-Awareness and Job Satisfaction 215 0.008 0.905
Self-Control and Job Satisfaction 215 0.034 0.621
Motivation and Job Satisfaction 215 0.298** 0.001
Empathy and Job Satisfaction 215 0.327** 0.001
Social Skills and Job Satisfaction 215 0.508** 0.001
**P ≤ 0.01

Table 2. Stepwise regression, the relationship between the components of emotional intelligence and job
satisfaction of PE teachers in Zanjan Province

Step Variable B Beta t Sig.

Constant 95.056 - 11.78 0.001
First Step
Social Skills 3.71 0.508 8.604 0.001
Constant 61.784 - 6.175 0.001
Second Step Social Skills 3.542 0.484 8.651 0.001
Empathy 1.898 0.288 5.137 0.001
Constant 18.470 - 1.328 0.186
Social Skills 3.235 0.442 8.093 0.001
Third Step
Empathy 1.993 0.302 5.604 0.001
Motivation 1.640 0.235 4.312 0.001

The results of stepwise regression indicate that the variables of social skills, empathy, and
motivation can enter the final regression equation as predictor variables for explaining job
satisfaction of PE teachers (criterion variable). Thus, in the first step, social skills entered the
equation and 0.508% of job satisfaction of PE teachers was predicted by this variable. In the
second step, both social skills and empathy entered the model simultaneously and their

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contribution was calculated as 0.484 and 0.288 respectively. In the third step, the predictor
variables of social skills, empathy, and motivation entered the regression equation and their
contribution in explaining the criterion variable of job satisfaction were calculated as 0.442,
0.302, and 0.235 respectively.

Fisher’s exact test was applied to determine the difference between groups in the correlation
coefficient of emotional intelligence and job satisfaction. The results are as follows:

The Fisher’s z was calculated as 0.05 for men and women and since it is less than the critical
value (1.96), the difference between the correlation coefficients of these two groups is not
significant at level.

The Fisher’s z calculated for the variable of career experience showed that only the calculated Z-
value was above the critical value (1.96) only for teachers with 11-15 and above 20 years of
experience and as well for teachers with 16-20 experience and above 20 years of experience; as a
result, the difference between the correlation between these groups is significant at level
(table 3).

Table 3. The difference between the correlation coefficients of emotional intelligence and job satisfaction with
respect to career experience

Career Experience Correlation

r P N
11-15 Years 0.162 0.298 43 2.57*
Above 20 Years 0.589** 0.001 69
16-20 Years 0.297* 0.028 55 2.01*
Above 20 Years 0.589** 0.001 69
* P ≤ 0.05, **P ≤ 0.01

Among the teachers with different educational degree, only the calculated Fisher’s z for teachers
with diploma and those with MSc was greater than the critical value (1.96) indicating that the
difference between the correlation coefficients of these two groups of teachers is significant at
level (table 4).

Table 4. The difference between the correlation coefficients of emotional intelligence and job satisfaction with
respect to educational degree

Career Experience Correlation

r P N
Diploma 0.631* 0.016 14 1.98*
MSc 0.129 0.646 15
* P ≤ 0.05

Among the teachers with different educational stage, the calculated Fisher’s z was not greater
than the critical value for any of the elementary, junior high school, and high school stages.
Thus, the difference between the correlation coefficient of none of the stages is significant at
level. Moreover, the calculated Fisher’s z for teachers with and without a degree in the
field of physical education was obtained as 0.99 and since it is less than the critical value (1.96),
the difference between the correlation coefficient of these two groups is not significant either
( ).

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DISCUSSION AND CONCLUSION

Analyzing the findings related to the first hypothesis revealed that the correlation between
emotional intelligence and job satisfaction of physical education teachers is positive and
significant. Thus, it can be asserted that the more the emotional intelligence of PE teachers is, the
more will be their job satisfaction. The findings of the research are directly consistent with the
results of Abraham (2000), Busso (2003), Thomas and Linda (2006), Hasankhoyi (2006), and
several other researchers.

Carmeli (2003) states that people with high emotional intelligence are constantly in a good mood
and that they experience a higher level of job satisfaction and well-being (in comparison with
people with lower emotional intelligence). Moreover, Busso came to the conclusion that there is
a significant difference relationship between emotional intelligence and career performance as
well as job satisfaction [4]. Hasankhoyi (2006) concluded that there is a significant relationship
between emotional intelligence and job satisfaction. Gardner and Stough (2003) observed a
significant relationship between emotional intelligence and job satisfaction. In many jobs,
emotional intelligence plays an important role in job opportunities, job skills, required skills and
talents, and career success. Each job requires a certain level of emotional intelligence with
regards to its nature. Some jobs do not need a high degree of emotional intelligence since they
focus mainly on performing the duties; thus, people with a high level of emotional intelligence
do not succeed in such jobs. In contrast, there are jobs where employees need to establish
empathetic relationship and effective communication with others and create work groups in order
to perform their duties. These jobs do require a high level of emotional intelligence. It seems that
the job of teachers – in particular physical education teachers –requires a high level of emotional
intelligence, for physical education teachers have a close relationship with students and play a
vital role in the development of their behaviors, attitudes, skills, and knowledge necessary for
physical activity throughout life.

However, many studies have not arrived at a significant relationship between emotional
intelligence and job satisfaction. Hendee (2002), Villard (2004), Millet (2007), and Casper
(2007) came to the conclusion that there is no significant relationship between emotional
intelligence and job satisfaction. A possible reason for such an inconsistency between the results
could be attributed to the different measurement materials used for measuring emotional
intelligence and job satisfaction. In most studies, emotional intelligence has been measured using
Bar-On test, while the common test for measuring job satisfaction in the mentioned research
studies is the Job Description Index (JDI). Another justification for the differences in the results
could be that the population studied in different research has been different. Unfortunately, no
similar research was carried out among physical education teachers.

In the present research, the relationship between self-awareness and self-control and job
satisfaction is not significant. The results of Livingstone (2001) showed that intrapersonal skills
and stress management have no significant relationship with job satisfaction. These two
components are adopted from Bar-On and the component of intrapersonal skills includes
Goleman’s self-awareness as well. Moreover, stress management in Bar-On’s Emotional
Intelligence is closely related to Goleman’s self-control [18]. Villard (2004), Muhammad (2005),
and Hosseinian et al. (2008) came to the conclusion that intrapersonal skills and stress
management in Bar-On’s questionnaire have no significant relationship with job satisfaction. On
the other hand, Clanton (2005) carried out a research where the relationship between self-
awareness and work and payment components of job satisfaction was significant in women.
Moreover, the relationship between self-awareness component of emotional intelligence and

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supervision and promotion components of job satisfaction was significant. It can thus be
gathered that most research results are either directly or indirectly consistent with and support the
results of the researcher in this section. The lack of a significant relationship between self-
awareness and self-control and emotional intelligence seems logical. Self-awareness refers to the
internal feelings and emotions of the individual and self-control is also related to controlling
internal emotions and having these abilities per se cannot bring about job satisfaction for the
individual.

Furthermore, another result of the present research was the significant relationship between
motivation, empathy, and social skills and job satisfaction of physical education teachers. The
following research studies also came to similar results: Gardner and Stough (2003) concluded
that job satisfaction has a significant positive relationship with the components of emotional
intelligence and emotional management and emotional control. Martos et al. (2006) found that
there is a significant relationship between emotional repair and job satisfaction. Kafetsios and
Zampetakis (2007) found that among the dimensions of emotional intelligence, use of emotions
and emotion regulation were significant predictors of positive and negative affectivity at work,
but only other’s emotional appraisal (OEA) had a significant relationship with job satisfaction.

It seems that physical education teachers with a high level of social skills can use it for proper
reaction, understanding differences, group work, conversational ability, mediation, and
communicative ability. People with this skill can quickly create a convivial atmosphere with
others. Further, empathy means understanding others, knowing and valuing their needs, and
enthusiasm for serving being helpful. The ability to empathize ad manage interpersonal
relationships help teachers in identifying and paying heed to the feelings, views, and ideas of
coworkers and students so as to be able to treat them properly as people with unique needs and
abilities. Considering this issue and the fact that one of the foundations of job satisfaction is
satisfaction with coworkers, it seems that physical education teachers with high social skills and
empathy have the ability to establish friendly relationships with coworkers, managers, students,
and students’ parents and not only create becoming interactions with people around them, but
also improve their satisfaction with coworkers and supervision as well as their general
satisfaction. Motivation is commitment and obligation to perform tasks without discouragement
or despair in face of failures and as well optimism regarding the future. A physical education
teacher with a high level of motivation will resist against difficulties and nothing can prevent
them from achieving their premeditated goals. They will be more optimistic and hopeful and
they will be positive models for motivating others. Further, they can withstand the shortcomings
of the job and other organizational problems. Motivation will make them fight the difficulties
and prevent these difficulties from diminish their spirit and reduce their job satisfaction.

In the present research, the results from stepwise regression analysis showed that social skill,
empathy, and motivation are eligible as predictor variables to enter the final regression equation
for explaining the job satisfaction (the criterion variable).The contribution of each of the
predictor variables of social skills, empathy, and motivation was 0.442, 0.302, and 0.235
respectively. The two components that were not allowed to enter the regression equation were
self-awareness and self-control. Abraham (2000) came to the conclusion that emotional
intelligence predicts a large extent of job satisfaction variance. Livingstone (2001) concluded
that emotional intelligence can predict 16% of job satisfaction variance. Moreover, among the
five components of Bar-On’s emotional intelligence (intrapersonal skills, interpersonal skills,
stress management, adaptability, and general mood), only general mood can predict job
satisfaction. The results of Downey (2005) and Ashkanasy (1997) indicated that emotional
intelligence can predict 18 and 26 percent of job satisfaction variance. Thiebaut (2005) mentions

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that emotional intelligence can approximately predicts 36% of organizational indices, 25% of
interpersonal relationships, 34% of wage and benefits, and 42% of job satisfaction in general.

In sum, in contrast with emotional intelligence that is relatively constant, emotional intelligence
can be improved through training and with the development of emotional intelligence in physical
education teachers, they will acquire the necessary interpersonal skills and will turn into
insightful and tactful teachers; these positive changes will enable them to become productive and
efficient teachers, improve their skills, and be satisfied with their jobs. If one wishes physical
education teachers to be at a favorable level of efficiency and productivity, scientific findings
and principles will have to be used. Recently, many organizations have paid attention to the issue
of emotional intelligence. If besides providing the required facilities and satisfying the needs and
pertinent wishes of physical education teachers the Education Organization takes measures for
training emotional intelligence, it will witness increasing job satisfaction among these teachers in
the future.

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